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Displaying results 91 - 120 of 130 in total

Bridging Theory and Practice: A Case Study in Engineering Design Education

Conference Session: Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Joanna Joseph, The University of Arizona
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

. Figure 4: Project and Course TimelinePhase IObservation of Teaching: Observation of teaching was done on 3 separate occasions. Since thecourse was split into the theory portion (10 weeks) and the design portion (5 weeks), teachingpractices were observed for each segment. Additionally, observation of teaching was conductedwith a view to gauge the classroom environment and the interaction of the students with eachother, as well as with the instructor. Inspection of the students as they asked questions regardingthe homework and worked through in class-activities on BioWin was critical to understand theirreceptiveness to the course.Analysis of Course Design: The other component of analysis was the course design. Readingthrough the syllabus and

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BOARD # 47: A Case Study: Students' Perception of the Use of Generative AI in Learning and the Civil Engineering Profession.

Conference Session: Civil Engineering Division (CIVIL) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Priyantha Wijesinghe, University of Vermont; Holly Ann Buckland Parker, University of Vermont; Ethan Zachary Stein, University of Vermont
Tagged Divisions: Civil Engineering Division (CIVIL)

five design courses that civilengineering students must complete to satisfy their fourth-year degree requirements in theauthor’s institute. This is a project-based course that emphasizes active learning and integratesreal-world examples and case studies throughout. The course includes a group design project, sixhomework assignments, four reading quizzes, three exams, and weekly discussions. In Fall 2024,twenty-seven students enrolled and successfully completed the course. A syllabus statementadhering to the university's recommended language was included to address the use of GenAItools in the course (refer to Appendix A). This ensured that students were clearly informed of theexpectations and guidelines for using GenAI within the

Relevance Score: 0.032682348

A Student Classification and Characterization Model of Generative AI Use in First-Year Engineering Design

Conference Session: First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Mehek Kunal Vora, Tufts University; Ethan E Danahy, Tufts University
Tagged Divisions: First-Year Programs Division (FPD)

investigations on enhancing creativity and innovation, supporting better documentation, and encouraging collaborative learning. ©American Society for Engineering Education, 2025Complete Paper: A Student Classification and Characterization Model of Generative AIUse in First-Year Engineering DesignAbstractThis paper presents a student classification and characterization model of generative AI usagewithin a first-year engineering design course at a mid-sized university. The study explores how acollection of custom-built generative AI chatbots shaped unique student learning trajectories. Itfocuses on four distinct learner categories: Self-Reliant, Pioneering, Overwhelmed, and Engagedlearners. This paper also highlights case

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WIP: Using Challenge Essential Questions to Connect Technical, Social, and Ethical Content in a First-Year Engineering Program

Conference Session: First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Benjamin Goldschneider, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; Benjamin J. Laugelli, University of Virginia
Tagged Divisions: First-Year Programs Division (FPD)

and techniques areemphasized. The final module, module three, is sustainability focused, with student teamsidentifying a problem local to their campus, prototyping solutions, and testing the feasibility oftheir designs for their intended context. The third module features introductions of a three-pillarmodel of sustainability (environmental, economic, equity), the principles of Universal Design(UD), and character-based professional ethics.There are seven instructors at the study institution, all of whom teach both Fall and Springsemester courses in sequence. There is a shared syllabus and course plan, though individualinstructors retain freedom to plan their lectures and activities in the way that best suits them.That is to say, all

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Fostering Effective & Enduring Advocacy in STEM: Exploring the Role of Community Through a Collaborative Autoethnography

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Paper ID #47379Fostering Effective & Enduring Advocacy in STEM: Exploring the Role ofCommunity Through a Collaborative AutoethnographyDr. Jacqueline Rose Tawney, California Institute of TechnologyDr. Morgan L Hooper, University of Toronto After completing her PhD at the Graduate Aerospace Laboratories of the California Institute of Technology (GALCIT), Morgan Hooper is now an Assistant Professor (Teaching Stream) at the University of Toronto. There, her teaching focuses on building community within hands-on Engineering Design courses and beyond. She encourages students to engage with multi-faceted, trans-disciplinary

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Scoping Review: Understanding the Place of Justice, Equity, Diversity, and Inclusion in Engineering

Conference Session: ERM WIP II: Equity & Accessibility in Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

. 8 17, 2025. [Online]. Available: https://peer.asee.org/promoting-diversity-equity-and- inclusion-through-culture-related-design-in-first-year-engineering-curriculum-a-work-in- progress[16] L. Dodson et al., “How Role-Playing Builds Empathy and Concern for Social Justice.”[17] C. D. Heising and M. E. Goodwin, “UNDERGRADUATE ENGINEERING DIVERSITY COURSE: WOMEN AND MEN IN THE ENGINEERING WORKPLACE,” in 2003 ASEE North Midwest Section Conference Proceedings, Iowa State University, Ames, Iowa: ASEE Conferences, Oct. 2003, p. 52164. doi: 10.18260/1-2-1153-52164.[18] K. Cantilina, “Supporting Aspirations for a More Just Future: Exploring Equity Centered Engineering and Design Practice,” Thesis, 2023. doi: 10.7302/8286.[19] T

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BOARD # 44: WiP: Empowering TAs through Metacognitive and Communication Skills Development

Conference Session: Chemical Engineering Division (ChED) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jennifer Fiegel, The University of Iowa; Charles Stanier, The University of Iowa
Tagged Divisions: Chemical Engineering Division (ChED)

of documentation, the need to “reinvent thewheel” and 2) responding to the crisis in student mental health by equipping the instructionalteam to recognize and support students in crisis. To address these goals, we created a Teams siteto centralize general and course-specific resources accessible to all TAs. We also developed a TAcontract template to document roles and responsibilities, encouraging faculty to adopt it in theircourses. Faculty were asked to hold weekly meetings with their TAs to discuss weeklyexpectations and address concerns or questions, fostering consistent communication.Additionally, TAs were required to complete the university’s online Suicide Prevention Training,a program all department faculty had already completed. To

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Increasing Participation in Late-Afternoon Friday Lectures: How Variation in Incentive Techniques Affect Attendance

Conference Session: New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Garrett Weidig, Michigan State University; Geoffrey Recktenwald, Michigan State University
Tagged Divisions: New Engineering Educators Division (NEE)

a lasting impacton the habits of future engineers.References[1] W. A. Jadayil, “The Importance of Class Attendance and Cumulative GPA for Academic Success in Industrial Engineering Classes,” 2012. [Online]. Available: https://www.researchgate.net/publication/275494281[2] A. A. Permana, A. Kusnadi, A. N. Marpaung, E. Dela Marcela, N. Yuasan, and S. Fauziyah, “Effect of Zoom fatigue on health and learning loss in students during the COVID-19 pandemic,” Jurnal Inovasi Teknologi Pendidikan, vol. 10, no. 1, pp. 22–32, Mar. 2023, doi: 10.21831/jitp.v10i1.52930.[3] L. K. Fryer, P. Ginns, M. Howarth, C. Anderson, and S. Ozono, “Individual differences and course attendance: why do students skip class

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Information Seeking and Sensemaking in Engineering Education: A Framework for Capstone Projects

Conference Session: Engineering Libraries Division (ELD) Technical Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Patricia Verdines, The Ohio State University
Tagged Divisions: Engineering Libraries Division (ELD)

experiences of students developing CapstoneProjects will be addressed in different studies which are currently work in progress.Data gathering: The study's data gathering process included a review of the literature oninformation literacy frameworks, theories and models, with a particular interest in the ACRLFramework [8], Metaliteracy [9], Maker Literacies [10], and case studies addressing theconnections, similarities and intersections across frameworks [27]. Once that access was grantedto the course syllabus and online course space, it was considered to identify: • Overall course goals and student learning goals • Capstone Project timeline, phases, milestones and deliverables • Capstone Project management model, tools and strategies.Data

Relevance Score: 0.030061755

Community Building in Chemical Engineering

Conference Session: Honoring the Legacy of Lisa Bullard: A View of the Present and Future
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Taryn Melkus Bayles, University of Pittsburgh; Emily R Kerr, University of Pittsburgh
Tagged Divisions: Chemical Engineering Division (ChED)

program utilizes an Academic Advising Syllabus to guide students through the first year ofengineering studies, and eight desired learning outcomes to guide their work. By the end of thefirst year of academic advisement in the Swanson School of Engineering, students will: • Establish a network and know how to use it • Know how to use technology resources • Understand the options of engineering majors/programs and make a department selection • Understand basic policies and procedures, or know from whom or how to get the information online • Master time management so as to be successful beyond the first year • Gain academic self-awareness/knowledge of academic strengths and weaknesses • Understand the value that

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Creating Public Resources to Diversifying Content in Mechanical Engineering: Fostering Awareness and Ethical Considerations

Conference Session: ME Division 4: Broadening Participation and Building Resilience
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Siu Ling Leung, Pennsylvania State University; Christopher John Greer, The Pennsylvania State University; Margaret L. Byron, Pennsylvania State University; Bladimir Alvarado Ramos; Reuben H Kraft, Pennsylvania State University; Angela Dawn Lesko; Catherine G. P. Berdanier, The Pennsylvania State University
Tagged Topics: Diversity
Tagged Divisions: Mechanical Engineering Division (MECH)

is a critical needto create and publicize shared materials addressing this gap. Developing diverse teachingmaterials that influence future generations is best achieved through collaborative efforts. Wehope this paper can help kickstart a collaborative effort within the engineering educationcommunity, bringing together resources that help students understand how diversity in race,gender, social background, cultural perspectives, economic status, and other differences canimpact engineering decisions.In this paper, we present the collaborative method implemented by the Mechanical Engineeringdepartment at Pennsylvania State University to develop teaching material that incorporatesholistic awareness into core courses, encompassing thermodynamics

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Evaluation Report of Project Achieve: Fostering Hispanic Achievement in Computer Science and Engineering with Affinity Research Group Model

Collection: 2025 Northeast Section Conference
Authors: Navarun Gupta; Deana DiLuggo; Junling Hu; Abhilasha Tibrewal; Ahmed Elsayed; Theresa Bruckerhoff

undergraduate mentors.traditionally been reserved for upper-level students, especially • Administration of online/in-class surveys with agraduate-level seniors. The following Project Achieve course sampling of participating students to collect feedbackobjectives are expected to engage early enrolled students in on their perception of the project's impact onthe 'engineering process' rather than traditional first-year understanding and engagement in research, potentialprimarily foundational lecture-type courses to encourage early changes in persistence through graduation, andengagement, interest, and future career thinking. possible career options. 1. To

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Reverse Engineering Professional Development for Graduate Students: Applying Backwards Design Principles to an Introductory Inclusive Teaching Training Program

Conference Session: GSD 8: Industry and Professional Skills
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing
Tagged Divisions: Graduate Studies Division (GSD)

from student learning goals and outcomes using adesign-based approach [32], [33] generally back to activities and evidence of learning, thenfinally back to instructional approaches and content. This aligns the educational design approachwith an engineering approach [33] and an engineering education style. Importantly, it isconsidered “backwards” because it contrasts with the usual approach of learning design thatsimply covers a certain number of chapters of a textbook, for example, and moves forward towhat the students might learn from the content [33] or perhaps starts with the syllabus and againmoves forward from there [35]. Applying backwards design is useful at both the course [36] andprogrammatic [37] levels for academic programs. This

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BOARD # 386: J ATE - The Journal of Advanced Technological Education Special Project (DUE ATE 2325500): Lowering Barriers to Publishing for Two-Year College Faculty and Students

Conference Session: NSF Grantees Poster Session II
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Peter D Kazarinoff, Portland Community College; Tanya Faltens, Purdue University at West Lafayette (PPI); Karen Leung, City College of San Francisco; Candiya Mann; Janet Pinhorn
Tagged Topics: Diversity, NSF Grantees Poster Session

publication for the journal’s May 2024 deadline.J ATE URE program approachCommunity college faculty applied to participate in the J ATE URE program. Eleven facultywere selected and each nominated between 1 and 3 students to work with. 23 undergraduatestudents were selected, forming 12 writing teams (one faculty was on two teams). Four of theURE faculty also fully participated in Connect as writers or coaches and an additional two wereable to attend the Connect workshop in January. There was great diversity among the faculty:they had different levels of experience with writing to publish; they mentored communitycollege research in several formats, including Course-based Undergraduate ResearchExperiences (CUREs), funded research that provided students

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How Microelectronics and Microcontrollers are Integrated into First-year and Sophomores Engineering Programs.

Conference Session: First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Udeme Idem, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Jason Morphew, Purdue University at West Lafayette (PPI)
Tagged Divisions: First-Year Programs Division (FPD)

First Year Sophomore Not Specified 22 7 3Theme 1: Curriculum DesignFig. 3.: Curriculum Design BreakdownAll thirty-two scholarly articles we incorporated in this study presented insights regarding the effectivemethodologies in integrating microelectronics and microcontrollers within their educationalframeworks. A minority of the articles (6.2%) concentrated on a novel pedagogical strategy (New Course)to embed extensive, practical projects into the microelectronics syllabus. The authors ensured that thecoursework and projects undertaken by the students effectively addressed the competencies deficit(Rumpf et al

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Maintaining Hope Amidst Critique: The Role of Social Change Frameworks in Sociotechnical Engineering Ethics Education

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nicholas Rabb, California State University Los Angeles; Desen Sevi Özkan, University of Connecticut
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

frequent check-ins and dialogues between projectgroups and instructors to refine their work. We include a condensed syllabus in Appendix A, anda more detailed description of the course can be found in [31]. Relevant to the purpose of this article, the material we featured related to social changewas predominantly included in the practice section. The section began with readings fromGuendelsberger’s On the Clock [13] discussing worker resistance to Taylorist surveillance, andfrom Browne’s Dark Matters [6] as she described enslaved people’s resistance againstslaveholders in the United States. It continued by featuring a panel of local communityorganizers and city politicians who spoke about their work and engaged in dialogue withstudents

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Using Embeddings to Uncover the Similarity Between Engineering Education Doctoral Programs and Academic Workforce Opportunities

Conference Session: ERM Technical Session: Methods in Graduate Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Malini Josiam, Virginia Tech Department of Engineering Education; Olivia Ryan, Virginia Polytechnic Institute and State University; Varun Sridhar, Independent Researcher
Tagged Divisions: Educational Research and Methods Division (ERM)

similarity method for other applications in EngE research, such as evaluatingalignment between course learning outcomes and ABET criteria. Embeddings are becomingmore popular in EngE. In a recent study, researchers explored the potential uses of embeddingsin EngE research. Their applications included qualitative analysis, course syllabus evaluation,and cross-disciplinary research [30]. Applications like these, as well as comparing courselearning outcomes to ABET criteria, focus on identifying patterns, relationships, and alignmenton text-based datasets to gain insight that may inform important aspects of EngE, such ascurriculum design and accreditation processes, showing its value in EngE research.ConclusionIn this study we integrated qualitative

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Enhancing Data Science Education for Critical Infrastructures with Project-Based Learning

Conference Session: DSAI Technical Session 3: Integrating Data Science in Curriculum Design
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Xiang Zhao, Alabama A&M University; Mebougna Drabo, Alabama A&M University
Tagged Divisions: Data Science and Artificial Intelligence (DSAI) Constituent Committee

shows an example of the student project outcomes, which include the implementationcode snippets, results, and presentation summary. Classification and regression models are usedto analyze the power plant operation datasets downloaded from Keggle [20]. Student projectswere implemented on Microsoft Azure or Google Colab. Table 1 includes the student assessmentresults in CS413/520 regarding the learning outcomes and the ABC rates (only grades A,B, andC are considered as “Pass” according to the computer science curriculum in the university). Thebase line data in Fall 2023 (without ProjBL) and the new data in Fall 2024 (with ProjBL) arecompared. The same instructor taught the course using the same syllabus. And the same courselearning outcomes have

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BOARD #134: Results and Evaluation of an Early LLM Benchmarking of our ECE Undergraduate Curriculums

Conference Session: Poster Session-Electrical and Computer Engineering Division (ECE)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Peter Jamieson, Miami University; George D. Ricco, Miami University; Brian A Swanson, Miami University; Bryan Van Scoy, Miami University
Tagged Divisions: Electrical and Computer Engineering Division (ECE)

University. Our studyaddresses a fundamental question: How do current AI tools perform on typical courseassessments, and what implications does this have for curriculum design?We introduce a systematic methodology for benchmarking LLM performance on our courseassessments, including exams, assignments, and projects. Utilizing state-of-the-art LLMs, weevaluate their capabilities across core courses in our EE and CpE programs. This includesCircuits I (ECE 205), Digital Design (ECE 287), Energy Systems (ECE 291), and Signals andSystems (ECE 306). Our benchmarking results reveal the strengths and limitations of these AItools in engineering education tasks, providing insights for curriculum adaptation. We discusshow these results might inform the

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LLM Prompting Methodology and Taxonomy to Benchmark our Engineering Curriculums

Conference Session: Computers in Education Division (COED) Track 2.C
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Peter Jamieson, Miami University; Suman Bhunia, Miami University; George D. Ricco, Miami University; Brian A Swanson, Miami University; Bryan Van Scoy, Miami University
Tagged Divisions: Computers in Education Division (COED)

NA Totals 102 71.5 Table 4: LLM performance in ECE 287worth. Column 3 shows Claude’s evaluated response score, which shows whether the LLM cando it (green) or not (red). Column 4 shows the prompts level in Jamieson’s LLM prompttaxonomy presented earlier.For the letter grade mapping the instructor uses in his syllabus, we can say that the LLM forassessments would score a letter grade of a “C” for the artifacts it generates. Of note, exams I andII are done live in the classroom, but all the activities are done in the lab or out of class.5 DiscussionSo far, we have specified a method for benchmarking engineering courses for LLM chatbots. Ingeneral, we believe that engineering

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Pedagogical Choices for Navigating and Teaching Sociotechnical Landscapes in Engineering Education

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jenna Tonn, Boston College; Brit Shields, University of Pennsylvania; Ryan Hearty, The Johns Hopkins University; Adelheid Voskuhl, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

majors. This context creates a logjam, with no clear indication ofwhat the course should and should not include. But the course’s vague title and multiplerequirements afforded me the opportunity to integrate history of technology into my students’already crowded engineering curricula.The course syllabus design reflects my own perspective on the engineering profession, based onmy training and professional experience both as a historian of technology and as an engineer. Iselectively draw from the wide range of available sources, relying heavily upon the work ofscholars from history of technology, engineering studies, and engineering ethics. The course’sstructure follows the seminar model: nineteen students are put in small groups to

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Decolonizing engineering curriculum on stolen land: Settler amnesia within engineering education

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

to share their stories through authorship of engineering educationliterature.How this paper took root: Contending with institutional ‘EDI.I’JT: The idea for this paper started with the question: “Why do we learn to incorporate Indigenousbuilding design principles without questioning why our buildings are constructed on stolenlands?” This question came up for me two years ago while taking a geography seminar course,engaging with decolonial and critical Indigenous theories for the fourth time. In this course, webegan unpacking the colonial assumptions and practices of academia. At this point, I had startedengaging with ‘EDI.I’ initiatives and research within engineering education. Upon readingUnsettling the University by Sharon Stein [13], the

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Enhancing engineering faculty implementation of inclusive pedagogy through an inclusive excellence faculty development program

Conference Session: Faculty Development: Round Table Discussions
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division (FDD)

aroundspecific DEI topics to support the teaching-learning process and students as culturally competentfuture engineers, (2) build mentorship capacity by connecting faculty with experts in various DEIspaces, (3) embed inclusive and equity in teaching using the Universal Design for Learning(UDL) framework, (4) increase access to DEI-related resources and provide course redesignsupports, (5) create organizational change across the College of Engineering to prioritizeuncommon voices and create a learning environment where all students feel respected, and (6)foster a cross-disciplinary community of faculty across the College of Engineering acting aschange agents for DEI in engineering education.Our year-long program is conducted in two phases using a cohort

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Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Conference Session: Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers,” International Journal of Educational Research, vol. 56, pp. 23–34, 2012.[73] M. Bandukda and C. Holloway, “Young hci: Promoting disability and accessibility awareness among young people,” 2024.[74] M. A. Fuentes, D. G. Zelaya, and J. W. Madsen, “Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion,” Teaching of Psychology, vol. 48, no. 1, pp. 69–79, 2021.[75] R. Brooks and S. D. Grady, “Course design considerations for inclusion and representation,” A quality matters white paper, 2022.[76] C. Holloway and G. Barbareschi, Disability

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Enhancing Relative Motion Mastery through Strategic Instructional Design

Conference Session: Mechanics Division (MECHS) Technical Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Sarah Jane Grigg, Embry-Riddle Aeronautical University - Daytona Beach
Tagged Divisions: Mechanics Division (MECHS)

. Finally, the Conclusion summarizes our findings and discusses their implications for theteaching of complex topics in engineering education.MethodsBackgroundThis study was conducted in two sections of a sophomore-level “ES204 Dynamics” course atEmbry-Riddle Aeronautical University (Daytona Beach campus) taught by the lead author duringthe Fall 2023 semester. The course is a required component for most engineering majors andtypically enrolls approximately 35 students per section. The same instructor also taught the Spring2023 sections, which served as the comparison group, using the same syllabus, textbook, andassessment structure. All instruction was delivered in person. The redesigned instructionalapproach based on the 4C/ID model was

Relevance Score: 0.024355663

A Small, Low-Cost Undergraduate Laboratory for the Study of Graph Theory and the Networked Control of Multi-Agent Systems

Conference Session: ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Erick Rodriguez-Seda, United States Naval Academy
Tagged Divisions: Experimentation and Laboratory-Oriented Studies Division (DELOS)

, biomechanics, data science, embedded systems, and control of MASs,among others. Students enrolled in the Control of MASs course learn about graph theory as arepresentation of MASs, connectivity maintenance, consensus, formation control, navigation viaartificial potential field functions, and coverage control. A complete list of topics ischronologically ordered in Table 1. The course syllabus follows a structure of two 50-minute Table 1: Control of Multi-Agent Systems Topics Topics Lecture Hours Laboratory Hours Intro to MASs 1 2* Set Theory and Graph Theory 2 – Adjacency